Transcript 12080s_4.15.12_LeeAnnaK_TCC Presentation.ppt

LeeAnna Kobayashi
University of Hawaii at Manoa
ETEC M.Ed. Program
A. Graduate Student
B. Instructor
C. K-12 Teacher
D. Family/Friends
E. Other
Introduction
 Instructional Design Project
 Web-based at cybersafeincyberspace.weebly.com
Context
 Bullying takes many forms – Emotional, physical,
relational and cyberbullying
Context – Why this topic?
 Personally witnessed bullying/hazing in the Navy
 ETEC 643 – Ed Tech in Informal Learning
Environments final project
Context – Why was this study needed?
 Cyberbullying is a problem that is evolving along with
technology
 New technology brings about new ways to bully
Context – Why was this study needed?
 Cyberbullying is a problem that is evolving along with
technology
 New technology brings about new ways to bully
 Cyberbullies often act anonymously
Purpose
 The purpose of this instructional design project was to
evaluate a module that would create awareness of what
cyberbullying is and what can be done to stop it.
Target Audience
 6th and 7th graders
 Students at a Honolulu charter school
 IRB approval, Hawaii DOE approval &
Hawaii Charter School approval
Methods
 Web-based approach
 Utilized Weebly.com, Google Forms and ProProfs.com
 Allowed for easy access + easy construction
 Self-pacing by participants using a flowchart
Module Flowchart
Methods
 Module was divided into 4 lessons:
 Intro to establish a reason to learn about cyberbullying
 Discussion of digital citizenship
 Discussion of what cyberbullying is
 Discussion of how to stop cyberbullying
Methods
 Strategies:
 Use of a large
font size
 Simplified writing style/terminology
Methods
 Strategies:
 Use of a large font size
 Simplified writing style/terminology
 Bright colors
Methods
 Strategies:
 Use of a large font size
 Simplified writing style
 Bright colors
 Highlighting of important terminology
Methods
 Strategies:
 Use of a large font size
 Simplified writing style
 Bright colors
 Highlighting of important terminology
 Photographic images of young people using technology
Methods
 Strategies:
 Use of a large font size
 Simplified writing style
 Bright colors
 Highlighting of important terminology
 Photographic images of young people using technology
 Inclusion of cartoon images portraying cyberbullying
Methods
•John Keller’s ARCS Model of Motivation
Results
 34 participants (8 in Pilot study, 26 in Actual study)
 Pilot study — 5 of 8 scored 100% on pre-test, All 8
scored 100% on post-test
Results
 34 participants (8 in Pilot study, 26 in Actual study)
Pilot study
Results
 34 participants (8 in Pilot study, 26 in Actual study)
 Actual study
 26 participated however, 3 participants’ scores were
omitted due to skipping either the pre-test or post-test
 11 of 23 scored 100% on pre-test & post-test
 6 participants showed improvement
 5 participants scores decreased from pre-test to post-test
Results
 34 participants (8 in Pilot study, 26 in Actual study)
Actual study
Results - Improvements
 34 participants (8 in Pilot study, 26 in Actual study)
Actual study
Results – Anomalies
 34 participants (8 in Pilot study, 26 in Actual study)
Actual study
Results
 Most participants had positive comments about the
module in the “About the Lesson” survey
 They liked the cartoon images and the simplicity of the
lessons
Results
 Some participants wanted to:
 play a video game related to cyberbullying
Results
 Some participants wanted to:
 play a video game related to cyberbullying
 see videos about cyberbullying
Results
 Some participants wanted to:
 play a video game related to cyberbullying
 see videos about cyberbullying
 know more about viruses and malware
Conclusion
 Based on the results
 Target a younger age group


6th grade participants were already knowledgeable
about cyberbullying
Cyberbullying is starting at younger ages
Conclusion
 Based on the results
 Target a younger age group


6th grade participants were already knowledgeable
about cyberbullying
Cyberbullying is starting at younger ages
 Place more emphasis on taking time to read +
answer test questions thoughtfully
Conclusion
 Based on the results
 Target a younger age group


6th grade participants were already knowledgeable
about cyberbullying
Cyberbullying is starting at younger ages
 Place more emphasis on taking time to read +
answer test questions thoughtfully
 Add some more test questions so each question
would not be worth more than 10%
Future Research Possibilities
 Cyberbullying curriculum for:
 parents of Digital Natives
 individuals with special needs or disabilities
 immigrant children or children of immigrant parents
Recommendations
 Always search for a challenge
Acknowledgements
 Kokoro no Tokyo Kakumei Suishin Kyougikai
Acknowledgements
 Kokoro no Tokyo Kakumei Suishin Kyougikai
 Mom & Dad
 Critical Friends – Serena, Jenny, & Adam
 Instructors – Ari, Eddie, and Curtis
 Advisor & Subject Matter Expert – Dr. Truc T. Nguyen
Questions?
Questions?
Contact me at: [email protected]
or [email protected]